知识目的:

  经过本单元的教学,使学生了解并初步掌握往常中止时被动语态的用法。温习本单元出的表示打算和目的的用语。学习课文能应用所学语言描画麋鹿的今昔对比,使学生了解维护野生动物的意义。

  教学重点与难点

  1.重点词汇 increase; disappear; alive; research; protect; put on performances; at present; one after another

  2.重要句型 1) How long will it take you to complete the trip? 2) We want to give some money to this project so that the number of these deer in China can be increased. 3) It is hoped that one day they will have enough animals to set them free and let them live in the wild again.

  3.语法 了解并初步掌握往常中止时被动语态的用法:1) The life of the milu is being studied at present. 2) More milu deer are being moved to a new large nature park in Shishou in Hubei Province.

  4.日常交际用语 打算和目的 (Intentions and purposes) : 1) Why are you making this journey? 2) We are trying to collect the money for a wildlife project. 3) We want to . . . so that . . . 4) What is the purpose of your new project? 5) That sounds a good idea. 6) Good luck with your trip!

  才干目的:

  1. 掌握有关的的游览目的用语:如游览的目的地、动身地、及游览的目的、方式等。

  2. 运用关键词汇复述课文。

  3. 如何运用往常中止时的被动语态。

  德育目的

  让学生了解麋鹿这种动物的历史、生态环境及在我国的现状、激起学生对学习有关野生动、植物的兴趣,教育学生维护野生动、植物及生态均衡的知识。

  教学倡议

  课文剖析

  结构:可分为四段:

  Part 1 ( Paragraph I ) The number of milu deer in nature parks in China is increasing every year.

  Part 2 (Paragraphs 2-3) The history of milu deer in China and in England

  (Paragraph 2) The milu deer disappeared during the Ming and the Qing periods.

  (Paragraph 3) The only milu deer alive belonged to the Duke of Bedford in England.

  Part 3 (Paragraphs 4-5) The milu deer centers in China

  (Paragraph 4) The life of milu is being studied in the Naniaizi Milu Park.

  (Paragraph 5) The number of milu deer has greatly increased in Dafeng.

  Part 4 ( Paragraph 6) It's hoped that there will be milu deer living in the wild in China.

  语言点:本课文有两个要点,值得注意:

  1.It’s hoped….that (人们希望)是个常用句型,其中的it是形式主语,that引导的是个主语从句。相似的有It is said /reported/believed/ that…..等

  2.There are so many deer that some are being sent to nature reserves by environmentalists who would like to return them to the wild.其实,往常这种麋鹿已经相当多了,有一些正在被送往那些愿意把麋鹿送回野外去的中央。

  1)该句是一个较为复杂的复合句,主句为…there are so many deer, that引导的是结果状语从句。

  在这个so……that结构中,中心词是名词deer,本应该用such…that结构,但因名词前有many修饰而用了so……that结构,此特殊用法需注意。

  are being sent是往常中止时的被动语态形式,表示“正在被送往”。

  对话倡议

  1.倡议在未讲课前,教员为了导入新课,可对学生中止以下的提问:

  T: Is there anyone collect money? S: Yes.

  T: What did you do? Did you collect money for Hope Project or other things?等等。

  2.在讲本文对话时,教员给学生放课文录音,然后问学生们What’s the dialogue mainly about? 。

  3.倡议教员让学生们扮演角色,经过相互扮演的形式,促进学生的兴趣,及练习表达才干。

  4.教员总结本课的语言点知识。

  课文倡议

  1.倡议教员把有关本课文有关the milu deer的背景知识引见给学生,使学生先有一些了解和认识。

  2.在未讲课之前,让学生大声的对这篇课文中止朗诵,教员可把课文的一些问题写在黑板上,抵达一边朗诵一边思索问题。

  3.教员分离课文的内容,可有图表或者数据形式,对the milu deer 用过去,往常及未来三种形式剖析给学生,这样加深对课文的了解和生动。

  4.教员最后总结课文的知识点,了解学生的掌握状况。

  语法倡议

  1.倡议教员把在讲往常中止时的被动语态前,先温习往常中止时。

  2.教员可采取逐步诱导的形式,从定义,构成,及应注意的用法,用图片或投影仪形式,教给学生。

  2.倡议教员罗列例题及练习试题,让学生一边做一边练,抵达掌握熟练的结果。

  词汇辨析

  common, general, ordinary和usual

  可作“普通的”“平常的”但有所差别。

  common偏重“普通”,表示“时时发作,人所共有”,并含有“并不高尚,位置低下”之意味,其反义词为rare。 

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